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To convince students and stakeholders that blended learning is worth the full tuition fee, we need to tell them exactly how it will work, says Russell Crawford, Director of Learning and Teaching Falmouth University.
Photo: Times Higher Education (THE)
Let’s get the elephant in the room addressed up front: times have changed and a return to “normal” is just not on the cards, not truly. Blended learning – to a greater or lesser extent – is here to stay.
So, how do we rescue the reputation of blended learning, which has been battered by students’ experiences of universities’ hasty response to the pandemic and become synonymous with low-quality content?
A focus on two areas is key: communication and transparency with students; investment in digital tools and staff skills to support a new model.
Students are telling us that some aspects of blended learning are welcome – more asynchronous activity and digital engagement offers a more flexible timetable, greater accessibility and the opportunity to set their own pace of learning. However, to convince them, their parents and our sector stakeholders that a blended model for HE is worth the full tuition fee, by providing a rich experience that enhances opportunities for innovation and growth, we need to tell them clearly and exactly how it will work...
I began by stating that a return to “normal” was not a realistic prospect. But nor is it likely that all institutions will be prepared with flawless models for digitally enhanced (blended) learning in September. This will certainly be an evolution as we put into practice what we learned this year and adapt to the new reality.
Source: Times Higher Education (THE)
